Enhancing assessment using equitable practice at University of the Arts London

Abstract

This paper presents the ‘Enhancing Assessment for Equity’ strand of the Academic Enhancement Model at UAL, which aims to support course teams as they devise an equitable assessment environment that promotes attainment. We report on our work so far, asking: • How can focusing on students’ journeys through assessment help highlight sites of inequity? • How can assessment design contribute to social justice? • How can assessment practice (marking, grading and feedback approaches) be interrogated and made more equitable